Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice
Although inclusion has been a value set forth in international policy arenas and a focus for school development, research indicates there are problems in establishing more inclusive practices. Teachers may favor an inclusive model of education but often experience difficulty implementing inclusive p...
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Umeå universitet, Pedagogiska institutionen
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ftumeauniv:oai:DiVA.org:umu-98695 2023-10-09T21:54:34+02:00 Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice Ineland, Jens 2015 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-98695 https://doi.org/10.3402/edui.v6.26157 eng eng Umeå universitet, Pedagogiska institutionen Co-action news Education Inquiry, 2015, 6:1, s. 53-71 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-98695 doi:10.3402/edui.v6.26157 Scopus 2-s2.0-84994148279 info:eu-repo/semantics/openAccess professional ambivalence cooperation intellectual disabilities institutional logics inclusive education Educational Sciences Utbildningsvetenskap Article in journal info:eu-repo/semantics/article text 2015 ftumeauniv https://doi.org/10.3402/edui.v6.26157 2023-09-22T13:59:05Z Although inclusion has been a value set forth in international policy arenas and a focus for school development, research indicates there are problems in establishing more inclusive practices. Teachers may favor an inclusive model of education but often experience difficulty implementing inclusive practices. The aim of this article was to analyze teachers’ experiences during the implementation of a top-down-initiated inclusive practice in a municipality in northern Sweden. The empirical data is based on qualitative interviews with four teachers, two from a special school and two from a compulsory school. The results show professional ambivalence in relation to introduction and information, cooperation and views on inclusion. The results are analyzed from an institutional theoretical approach and show that two institutional logics are apparent. One is educational logic, which is formal/ideological and contains norms and values connected to ideological ideals such as normality, equality, and inclusion. The other is social logic, which is not informal but vague and pragmatic; differentiation and disability are key aspects. Consequently, important inter-professional aspects of the implementation process, such as information, cooperation, and views on inclusion, were characterized by ambivalence. To conclude, the article adds to the discussion of the challenges—administrative, organizational, and practical—in implementing new discursive practices within inclusive education such as norms and values, routines, and rituals, which are not easily changed, regardless of political rhetoric. Article in Journal/Newspaper Northern Sweden Umeå University: Publications (DiVA) Education Inquiry 6 1 26157 |
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Umeå University: Publications (DiVA) |
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English |
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professional ambivalence cooperation intellectual disabilities institutional logics inclusive education Educational Sciences Utbildningsvetenskap |
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professional ambivalence cooperation intellectual disabilities institutional logics inclusive education Educational Sciences Utbildningsvetenskap Ineland, Jens Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
topic_facet |
professional ambivalence cooperation intellectual disabilities institutional logics inclusive education Educational Sciences Utbildningsvetenskap |
description |
Although inclusion has been a value set forth in international policy arenas and a focus for school development, research indicates there are problems in establishing more inclusive practices. Teachers may favor an inclusive model of education but often experience difficulty implementing inclusive practices. The aim of this article was to analyze teachers’ experiences during the implementation of a top-down-initiated inclusive practice in a municipality in northern Sweden. The empirical data is based on qualitative interviews with four teachers, two from a special school and two from a compulsory school. The results show professional ambivalence in relation to introduction and information, cooperation and views on inclusion. The results are analyzed from an institutional theoretical approach and show that two institutional logics are apparent. One is educational logic, which is formal/ideological and contains norms and values connected to ideological ideals such as normality, equality, and inclusion. The other is social logic, which is not informal but vague and pragmatic; differentiation and disability are key aspects. Consequently, important inter-professional aspects of the implementation process, such as information, cooperation, and views on inclusion, were characterized by ambivalence. To conclude, the article adds to the discussion of the challenges—administrative, organizational, and practical—in implementing new discursive practices within inclusive education such as norms and values, routines, and rituals, which are not easily changed, regardless of political rhetoric. |
format |
Article in Journal/Newspaper |
author |
Ineland, Jens |
author_facet |
Ineland, Jens |
author_sort |
Ineland, Jens |
title |
Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
title_short |
Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
title_full |
Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
title_fullStr |
Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
title_full_unstemmed |
Logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
title_sort |
logics and ambivalence : professional dilemmas during implementation of an inclusive education practice |
publisher |
Umeå universitet, Pedagogiska institutionen |
publishDate |
2015 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-98695 https://doi.org/10.3402/edui.v6.26157 |
genre |
Northern Sweden |
genre_facet |
Northern Sweden |
op_relation |
Education Inquiry, 2015, 6:1, s. 53-71 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-98695 doi:10.3402/edui.v6.26157 Scopus 2-s2.0-84994148279 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.3402/edui.v6.26157 |
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Education Inquiry |
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6 |
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1 |
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26157 |
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